SJI 2.6 People transitioned to TVET/formal school/work

This indicator measures the number of students who successfully transitioned to Technical and Vocational Education and Training (TVET) or formal schooling (or the world of work for elder students) after completing last year of formal school (primary or secondary school),  Second Chance, Bridge, or catch-up programmes supported by Helvetas.

Second Chance, Bridge, or catch-up programmes aim to provide educational opportunities to individuals who have missed out on formal education.

• Gender 

• Age  

• Left behind/vulnerable population group  

• Transition to:

  • Technical or Vocational Education and Training

  • Formal Schooling

  • Employment (Work)

Individuals who have transitioned to further learning/training opportunities or the world of work after completing last year primary or secondary school or a Second Chance, Bridge, or catch-up program supported by Helvetas.

• Tracer study: Conduct surveys and interviews with programme participants of second chance, bridge, or catch-up programmes at two key points: immediately after the programme ends and again six months later. This helps track whether students have successfully transitioned to TVET, formal schools, or employment.
   

• Alternatively:
  Schools or local administration own follow-up records or enrolment records: Obtain records directly from TVET and formal schools (e.g. from the principal) to verify which students from the programme have successfully enrolled in new training/education programmes or gained employment. In many cases, transition rates are already captured by local/national Education management information systems (EMIS)

Immediately after activity completion and (at least) once after some time (e.g. 6 months). It is suggest to do an annual follow-up

Tracer Studies: Six months after the programme, follow up with students through surveys to learn if they have enrolled in a TVET or formal school. This can be done via phone calls, home visits, or online forms. This has to be done on a representative sample of learners, depending on the size of the program.

School Outreach: Alternatively, or additionally, contact the schools or TVET institutions where students are expected to enrol. This could involve emailing the administration or visiting the school in person. Request a list of enrolled students and compare it with your list of programme participants to track transitions. In many cases, transition rates are already captured by local/national Education management information systems (EMIS): if this the case and if we are operating at a scale where this makes sense (when we cover full areas where this is calculated), we should avoid to add our own data collection (see here: https://tcg.uis.unesco.org/methodological-toolkit/metadata/. indicator 4.1.2)

Challenge: Ensuring accurate and timely data collection from various training providers may be challenging.

Approach: Result-based financing is an effective modality to ensure programme quality and thorough data collection and reporting.